Learning Assistance Teacher Handbook
The Personal Program Plan
5.1 Rationale for the Development of a Personal Program Plan
“Students with exceptional needs require programming that is individualized to meet their unique needs. The purpose of the personal program plan is to provide an outline or “road map” of the student’s individualized program. It guides the day-to-day work of all the teachers and resource personnel involved with the student and provides parents with information regarding the kinds of adaptations and accommodations that are being made for the student.”
- Each student with a designated disability must have a personal program plan that is available for review by the Regional Superintendent of Special Education.
- Each student receiving continuing special education intervention should have a personal program plan.
- When the educational program of the student is being altered, school division personnel shall confer with parents or guardians.
Special Education Policy Manual (Draft, 1999)
The development of a Personal Program Plan serves the following purposes:
- It supports program planning for the student.
- It provides a framework for planning collaboratively with the classroom teacher, parents, and other members of the inter-disciplinary team.
- It assists the learning assistance teacher in communicating with the classroom teacher and the parents regarding the student.
- It provides the learning assistance teacher and classroom teacher with an opportunity to be reflective about the student’s program and to make changes as necessary.
- It supports transition between grades and between schools.
- It informs and guides personnel who are new to the school in working with students.
- It establishes a record of the service provided to the student.
- It establishes accountability.
5.2 Guidelines for Developing Personal Program Plans
- Collaboration is recommended at all stages of the personal program planning process. This includes identification of the student’s needs and abilities, establishment of goals and objectives, selection of appropriate strategies and activities, and evaluation and revision of the plan.
- The collaborative team includes those individuals directly involved with the student. Key participants are parents/family, classroom teacher, learning assistance teacher, school-based administrator(s), paraprofessional(s) and the student, where appropriate. The extended team may include system administrator, and specialists or resource personnel from related support services at the school division or community level.
- It is suggested that the written personal program plan include:
- pertinent personal and educational data, which may include baseline assessment data,
- identification of the student’s strengths and needs,
- long-term goals and short-term objectives,
- instructional strategies and resources,
- assignment of responsibility for carrying out the plan,
- implementation of appropriate technology and equipment,
- transition planning,
- process for review and evaluation of the plan.
Special Education Policy Manual (Draft 1999)
- At the beginning of each year initial objectives should be set for each student receiving on-going intervention. Teaching strategies and materials that will be used to achieve these objectives should be listed.
- At each reporting period, the Personal Program Plan should be used to evaluate the student’s progress and the effectiveness of the current program. Comments and progress should be recorded in the “ongoing evaluation” column. Following this evaluation, objectives may need to be adjusted and strategies, materials, and resources may need to be changed.
Remember: the Personal Program Plan is intended as a tool to support program planning for the student and communication between all team members including the classroom teacher, learning assistance teacher, student, and parents.
5.3 Students Requiring Personal Program Plans
Personal Program Plans must be completed for all students who receive ongoing intervention from the learning assistance teacher. This includes students with designated disabilities as well as students experiencing learning difficulties who require intervention each year.
The following Personal Program Plan forms have been developed and are available for use in planning programs for students. Select the appropriate form depending on the designation/learning difficulties and the grade level of the student.
- Personal Program Plan for Students with Learning Difficulties - Elementary
- Personal Program Plan for Students with Designated Disabilities - Elementary
- Learning Assistance and Classroom Supports for Middle Years Students
- Learning Assistance and Classroom Supports for High School Students
- Personal Program Plan for Students with Designated Disabilities - High School
Refer to Module 10: Record Keeping Forms: Personal Program Plans and Related Forms
5.4 To Access Forms for Personal Program Plans from the Saskatoon Catholic Schools Homepage
- Visit this link: http://www.scs.sk.ca/forms_downloads/ppp
- Scroll down to find the appropriate form. You will notice that there are three versions of each form. If you just want to print a blank form, get the PDF version.
If you want to save & edit the form on your own computer, get the WordPerfect or Word format. Be sure to choose the correct version for the Word processor you use; WordPerfect or Word
To save and edit the form on your computer:
- Click on the link to download & save the form.
- After it has finished saving, open it in your word processor.
- Enter information for individual students to complete the Personal Program Plan.
- Label your file and save.
5.5 Samples of Personal Program Plans
The following samples of Personal Program Plans are included to provide models and ideas for developing program plans.
- Personal Program Plan for Designated Students - Elementary Level
- Personal Program Plan for Students with Learning Difficulties - Elementary
- Personal Program Plan for Students with Designated Disabilities - High School
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Leslie Stevens: Grade 3